Rethinking Basic Assumptions of Test Development - Assessment Frameworks for Inclusive Accountability Tests (NCEO Policy Direction)
2003-11
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Rethinking Basic Assumptions of Test Development - Assessment Frameworks for Inclusive Accountability Tests (NCEO Policy Direction)
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2003-11
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University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO)
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Report
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A report addressing national policy issues related to standards, assessments, and K-12 students with disabilities for researchers and policymakers.
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The Center is supported primarily
through a Cooperative Agreement
(#H326G000001) with the
Research to Practice Division,
Office of Special Education
Programs, U.S. Department of
Education. Additional support
for targeted projects, including
those on LEP students, is
provided by other federal and
state agencies. Opinions expressed
herein do not necessarily reflect
those of the U.S. Department of
Education or Offices within it.
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Marion, Scott; Quenemoen, Rachel. (2003). Rethinking Basic Assumptions of Test Development - Assessment Frameworks for Inclusive Accountability Tests (NCEO Policy Direction). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/174045.
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